하브루타 기반 일본어과 학습자중심 수업 연구

Abstract

This study introduces Havruta into the two courses of ‘Japanese Culture’ and ‘Japanese Grammar I’ through online classes for active learner activities, focusing on the change in the roles of instructors and learners in the knowledge information-oriented subject. In other words, since the necessity of the changing roles of learners and instructors requires that learners are to be active, the goal of this study is how to change students into a growth-oriented learners who ask questions and understand deeply through discussion beyond guide instructors. As a result, it was analyzed that the learners of learner-centered classes in the Habruta-based Japanese language department were particularly satisfied with the Habruta-based learner-centered classes, with at value of -5,260 and a significance probability of .000 in Japanese culture class of the first grade at S University. Through Habruta-based classes, (1)it was found that personal pre-class research activities (worksheets) helped improve presentation skills. (2)The best part of the Haveruta-based class was the paired and all-to-one discussion, and the learners liked the discussion based on the Habruta model. (3)The difficult part of the Habruta-based class is the individual pre-study activity (worksheet) before class. (4)It was analyzed that learners most frequently used listening reaffirmation and counter-question among the six principles of Havruta. (5)Havruta classes are working effectively to make students become active learners who can express their thoughts well for second-grade learners. (6)The most useful models in the Havruta class model were question-oriented, friend teaching, and problem-making models.